Interactive method for diagnosing test-taking errors

ABSTRACT

A computer based interactive system and method of diagnosing test taking errors for educational and psychological processes on a computer while a learner is taking an exam over the internet, when the learner arrives at a wrong answer to an exam question.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application claims the benefit under 35 U.S.C. § 119(e) of U.S.Provisional Patent Application No. 60,851,279 filed Oct. 11, 2006, thedisclosure of which is hereby incorporated herein by reference andclaims benefit of U.S. patent application Ser. No. 11/870,179 filed onOct. 10, 2007 entitled Interactive Method for Diagnosing Test-TakingErrors by Ashby, which is also incorporated by reference herein in itsentirety.

BACKGROUND OF THE INVENTION Field of the Invention

The present invention generally relates to educational diagnosticmethods, and more particularly to materials and methods for assessingand diagnosing errors made while taking tests.

Background

Approximately forty-five percent of students enrolled in senior collegesand universities in this country leave those institutions before theyreach their junior year. This constitutes an educational crisis. Anever-growing portion of a person's future can be dictated by theirability to perform well on examinations. However, not all students areadept at the particular skill of test taking. While there is anabundance of literature telling students what to do to raise their testtaking skills to a higher level, there remains a need for ways toimprove student performance on exams.

BRIEF SUMMARY

Methods, systems and materials are disclosed for assessing anddiagnosing educational and psychological errors made by a learner whiletaking examinations. In accordance with certain embodiments of theinvention, a method of diagnosing educational and psychologicalprocesses whereby a learner arrives at a wrong answer to an examquestion is provided. The method comprises: (a) presenting an examquestion to a learner on a visual display; (b) having the learner readsaid question aloud; (c) having the learner explain aloud in his/her ownwords what said question is asking; (d) noting by a user any logistic,cognitive, affective and linguistic errors made by the learner in saidreading of the questions and answers or in said explaining of thequestion and possible answers, and entering any such errors into aprocessor; (e) presenting to said learner on said visual display atleast one possible answer to said question; (f) having the learner readaloud each said possible answer, and explain his/her rationale forselecting a particular answer to the question; (g) noting by said userany logistic, cognitive, affective and linguistic errors made by thelearner in said reading of each said answer or in said explaining ofhis/her rationale, and entering any such errors into a processor; (h)forming a database containing data representing the learner's errors,wherein said processor is programmed to assess error patterns from saiddata; and (i) processing said data to obtain a diagnostic reportindicating how the learner tends to select incorrect answers to examquestions.

In some embodiments, the method further comprises providing educationalprescriptives to said learner based on said diagnostic report. In someembodiments, noting of any logistic errors comprises identifying one ormore of the following problems: reading too much into the question,choosing a distracter question, loses train of thought, misreads thequestion, tangential thinking, preconceived ideas, does not understandthe question. In some embodiments, noting of any cognitive errorscomprises identifying one or more of the following problems: lack ofknowledge, inability to comprehend, inability to apply knowledge,inability to analyze information, inability to synthesize, and inabilityto evaluate. In some embodiments, noting of any affective errorscomprises identifying one or more of the following problems: not awareof or willing to receive value, not willing to respond satisfactorily,does not accept preferred value or commit to same, does notconceptualize and organize values, and unable to identify orcharacterize a value or value complex. In some embodiments, noting oflinguistic errors comprises identifying one or more of the followingproblems: literal translation and out of sequence words.

In some embodiments, the question was previously answered incorrectly bythe learner on a prior examination, and in some embodiments the questionand answers were not previously presented to the learner in a priorexamination. In various embodiments the user is an educator, thelearner, a tutor, a parent, another learner, a trainer, or an employer,to name just a few examples. In certain embodiments, the educatorinteracts with said learner from a remote location via a computernetwork or internet connection.

In some embodiments, an above-described method further includes showingthe diagnostic report on said visual display or producing a printeddiagnostic report. In some embodiments, an above-described methodfurther includes storing the error data in a database.

Also provided in accordance with certain embodiments of the invention isa method of analyzing test-taking error patterns of multiple learners.This method comprises (a) providing a set of diagnostic data comprisinglogistic, cognitive, affective and linguistic test taking errors of alearner; (b) providing a set of demographic data relating to saidlearner; (c) storing said diagnostic and demographic data of saidlearner in a database; (d) storing corresponding sets of diagnostic anddemographic data obtained from a plurality of other learners in saiddatabase; (e) accessing said database with a processor; and (f)processing said database to obtain a test-taking error pattern report.In some embodiments, the method includes conducting a statisticalanalysis of the data obtained from a number of learners. Any suitablestatistical analysis method may be used. For example, a frequencydistribution of test-taking error patterns may be obtained whichidentifies students with similar test-taking error pattern diagnoses. Insome embodiments, the report comprises a frequency distribution oftest-taking error patterns. In some embodiments, the report comprises afrequency distribution of test-taking error patterns in a selectedsubject matter area. In some embodiments, the report comprises frequencydistribution of test-taking error patterns by learners having a selecteddemographic characteristic. In some embodiments, the report comprises afrequency distribution of test-taking error patterns by learners havinga selected educational level.

In accordance with still another embodiment of the invention, acomputer-readable medium (CRM) is provided which comprises softwarethat, when executed by a processor, causes the processor to (a) show ona visual display an exam question; (b) show on said visual display atleast one correct or incorrect answer to said exam question; (c) show onsaid visual display a series of exam questions; (d) show on said visualdisplay a series of possible answers to said exam questions; (e) receivefrom an input device data entered by a user corresponding to errors madeby a learner while reading said exam questions aloud; (f) receive froman input device data entered by a user corresponding to errors made by alearner while reading said answers aloud; (g) receive from a keypad dataentered by a user corresponding to errors made by a learner whileexplaining aloud his/her rationale which lead him/her to select anincorrect answer; (h) store all said data in memory; and (i) processsaid date to obtain a test-taking error pattern with respect to saidlearner. In some embodiments, the software, when executed by aprocessor, further causes the processor to: (j) receive an audio inputfrom a user; (k) convert said audio input to digital audio data; (l)store said digital audio data in memory.

In accordance with still another embodiment of the invention, a systemfor conducting an interactive method for diagnosing test-taking errorsis provided which comprises a visual display configured to display examquestions and answers to a learner; an input device configured forentering into the processor data representing the errors noted by a userin accordance with an above-described method; and a processoroperatively coupled to said input device and display, wherein saidprocessor comprises memory and is configured for storing and processingdata representing said errors, to obtain a test-taking error patterndiagnosis for the learner. In some embodiments, the system furthercomprises a printer operatively coupled to said processor. In someembodiments, the system further comprises an audio input deviceoperatively coupled to said processor for entering and storing thelearner's spoken words in the processor.

Thus, embodiments described herein comprise a combination of featuresand advantages intended to address various shortcomings associated withcertain prior devices. The various characteristics described above, aswell as other features, will be readily apparent to those skilled in theart upon reading the following detailed description of the preferredembodiments, and by referring to the accompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a schematic box flow diagram illustrating the steps of adiagnostic method in accordance with certain embodiments of theinvention.

FIG. 2 is an illustration of a worksheet, or educator's assessment tool,for noting test-taking errors and assessing patterns, in accordance withcertain embodiments of the invention.

FIG. 3 is a schematic “tree” illustrating educational or psychologicaldomains and various test-taking errors indicative of each domain, asapplied in certain embodiments of the invention.

FIG. 4 is a schematic diagram illustration of a workstationconfiguration for conducting a diagnostic procedure in accordance withcertain embodiments of the invention.

FIG. 5 is a another schematic diagram illustrating the setup of adiagnostic system configured for performing a diagnostic procedure inwhich the educator and learner are in different locations, in accordancewith certain embodiments of the invention.

FIG. 6 is a schematic diagram illustrating an arrangement of adiagnostic system configured for performing multiple diagnosticprocedures on different learners, in accordance with certain embodimentsof the invention.

DETAILED DESCRIPTION

Toward diagnosing educational and psychological processes wherebylearners arrive at wrong answers on exam questions, methods andmaterials for identifying a learner's errors while taking exams aredisclosed. By assessing the types of errors, and their frequency ofoccurrence, and analyzing the resulting data, an educator may obtain adiagnosis of the learner's educational and psychological processeswhereby the learner tends to make errors made while taking exams.Preferably the diagnostic method is interactive between the learner andthe educator. The term “learner” refers to any student or other personwho is subject to reading and/or answering examination questions. Forconsistency, the person administrating the diagnostic method is referredto herein as an “educator,” and may be, for example, a teacher,psychologist, tutor, parent, trainer, employer, graduate student, peergroup member, or any other individual who is capable of carrying out themethod.

Various embodiments of the diagnostic method and materials areapplicable to any type of educational examination. This includes, but isnot limited to, teacher-prepared exams, standardized exams,computer-generated exams and any other known type of educational test orexam. In some embodiments, a learner may have the question read tohim/her and in which only the answer is stated and explained aloud bythe student. In some embodiments of the diagnostic method, the learneris actually taking the exam while the diagnostic method is beingconducted. In other embodiments, the learner is reviewing with theeducator an exam question that the learner missed on a previous test,and which is preferably still fresh in the memory of the learner.

Embodiments of this method lend themselves, variously, to all types ofexam questions, such as multiple choice, true/false, essay, completion,fill in the blank, matching, and any other known kind of test question.Likewise, various embodiments of the method are applied to any subjectmatter which can be taught. For example, mathematics, algebra, calculus,physics, biology, history, medicine, law, accounting, literature, andothers. Some embodiments of the diagnostic method are used with learnerswho are being educated in a second language. English as a SecondLanguage (ESL) is described in examples which follow, since the Englishlanguage is now considered by many to be the universal language ofbusiness.

The diagnostic methods are not specific to content or grade level.Instead, the methods are process oriented, seeking to diagnose how astudent arrives at a wrong answer and not “what” the wrong answer is,content wise. Various embodiments are suitable for use in elementaryschools, high schools, universities, professional education such as law,medicine, military, business training, and many other settings in whichthere is an effort to teach, or an exam is given to learners, or inwhich learners are independently trying to learn. One particularapplication for the methods, materials and systems described herein infor training military personnel, especially those individuals who havedropped out of high school and joined the military. Many aspects ofmilitary training lend themselves to the use of these methods.

Referring to FIG. 1, a box flow diagram is shown which illustrates thesteps of an exemplary diagnostic method. (a) The learner begins byreading aloud the questions he/she missed on an previous exam,preferably one that was taken recently and is still fresh in the mind ofthe learner. Preferably the exam questions and the possible answers thatare used in the diagnostic method were not written or previouslyadministered to the learner by the same educator who is conducting thediagnostic method, although this is not an absolute requirement of themethod. It is also preferred that the educator who taught the course (inwhich the exam was given) is not the educator who administers thediagnostic method with the learner, in order to avoid having thediagnostic session revert to a typical educator/learner discussion ofwhat content is on the test rather than focusing on an analysis of theprocess of how the learner arrived at a wrong answer.

(b) While the learner reads the question, the educator closely observesthe learner's reading of the question and assesses for errors. Based onthe information gathered by the educator, the educator then makes acorresponding notation. In some instances, a datasheet similar to thereport shown in FIG. 2 is used for recording a learner's data, in whichcase each repetition of a particular type of error is recorded with anindicator, such as a check mark, on the datasheet. When the diagnosticprocedure is implemented with a computer (processor), the learner's datais entered into the processor's memory.

(c) The learner then tells the educator in his/her own words what thelearner thinks that the question is asking. In so doing, the possibilityfor error is almost infinite, but some of the following are commonlyfound: misreading the question; misunderstanding the question; readingmore into the question than was actually stated; did not reallyunderstand what the question was actually asking; loses his/her train ofthought; tangential thinking; and preconceived idea which was notactually contained in the question.

(d) The educator notes any mistakes or errors m the learners explanationof the question, and records the errors as described above.

(e) Once the learner's mistakes on reading the question are identifiedand recorded by the educator, the student then reads all possibleanswers available. In the case of a multiple choice question, there willbe one or more correct answers and one or more incorrect answers whichwill be read by the learner. In the case of an essay question in whichthere was a previously missed answer, the learner reads his/her previousanswer. In the case of a true/false question, the learner discussesaloud his/her rationale for selecting either true or false. In the caseof a fill in the blank style question, the learner discusses aloud allpossible answers that seem reasonable to the learner. In each instance,the learner gives the rationale for the choice.

(f) The educator again notes any mistakes or errors in the learner'sreading or discussion of the possible answers, then asks the learner torecall or “re-enact,” what he/she was thinking when he/she arrived atthe wrong answer. The educator then notes all observations of errors, asbefore. Once again, the possible ways of arriving at a wrong answer arealmost limitless, including all those already mentioned above withrespect to the reading of the question.

(g) Additional data for the learner is collected by repeating steps (a)through (f) using additional exam questions and answers. Fifteen totwenty missed questions are generally enough to give the learner andeducator an accurate picture of the learner's test-taking errorpatterns.

(h) The data collected after going through all of the desired examquestions is then reviewed and the types of repeated mistakes or errors,or other patterns revealed by the data, are determined. By assessing thelearner's error data, a diagnostic summary report is prepared showingthe learner's test-taking pattern(s). In some embodiments the report issimilar in content and/or appearance to the Educators Assessment Toolillustrated in FIG. 2.

(i) From the learner's collected data, and the diagnostic report, theeducator can then recommend appropriate prescriptives for correcting thelearner's errors and potentially improving futuretest-takingperformance.

Representative examples of some common mistakes are addressed below andalso illustrated in the assessment sheet shown in FIG. 2. They arebroadly classified as logistic, linguistic, cognitive, and affectivedomains, however learner errors are not limited to only those domains.

EXAMPLES Diagnosis of Logistic Errors

In some instances, the learner is unable to differentiate between theright answer and the near right answer (called a distracter which isusually partially true and designed to distract the learner from thecompletely correct answer). The logistical mistakes made in reading thequestion and possible answers may include misreading the answer;misunderstanding the answer; reading more into the answer than wasactually stated; did not really understand what the answer was actuallysaying; loses his/her train of thought; tangential thinking; andpreconceived idea which was not actually contained in the answer.

Diagnosis of Cognitive Errors

A lack of knowledge of the subject matter is indicated when, forexample, the learner does not know definitions, simple facts,abstractions, and so forth. An inability to comprehend is indicated ifthe learner demonstrates that he/she does not know how to translate,interpretate or extrapolate. The learner is assessed as being unable toapply knowledge if, for example, he/she does not know how to useknowledge in solving problems, using in techniques, as so on. Aninability to analyze is demonstrated if the learner cannot break downelements, relationships, and organizational principles into parts. Aninability to synthesize is reflected when the learner demonstrates thathe/she is unable to put information together in a new way, or produceunique communications, plan or set of operations or abstract relations.If the learner is unable to evaluate, this may be indicated in thediagnostic method by observing that the learner does not come todecisions based on objective and subjective criteria. An exampledemonstrating a lack of knowledge error is as follows:

Question: How does the digestive system supply food molecules to allcells?

Answers: (a) directly by diffusion; (b) diffusion through carbondioxide; (c) by the circulatory system; (d) a and b; (e) a and c; (f)band c.

This test question requires knowledge only, so if a learner chose anyanswer other than (e), he/she simply did not know the material.

An example of a question demonstrating inability to apply knowledge isas follows:

Question: The patient is to receive a heat application to his lower backfor 20 minutes each morning. Which patient needs to be observedcarefully to prevent bums to the skin, even when the temperature of theheat application is in a safe range?

Answers: (a) a football player; (b) an elderly man; (c) a woman who hasjust had a c-section; (d) a patient recovering from a stroke.

In order to answer this question correctly the learner must be able tocomprehend and apply specific facts about the patient's condition, andthen apply it in this situation. In this instance, “(b)” is the correctanswer.

An example of a question demonstrating inability to analyze is asfollows:

Question: A patient is to receive an intravenous administration of anantibiotic. What does the nurse need to know in order to administer thismedication according to protocol?

Answers: (a) whether the patient has any allergies, the patient'sdiagnosis, medical history and whether he has a surgical procedureplanned for the following day; (b) previous surgeries the patient mayhave had, any allergies, had a culture and sensitivity test done; (c)whether the patient has had a culture and sensitivity test performed,has any allergies and has been properly prepared for treatment; (d)whether the patient is taking any beta blockers, has any allergies, orwhat the patient's primary diagnosis is. The learner is required to knowspecific facts about the medication and the patient's condition, andthen analyze that information and apply it in this situation. In thisinstance, “(c)” is the correct answer.

An example of a question demonstrating inability to synthesize is asfollows:

Question: Prepare a comprehensive nursing care plan for a patient in anacute care facility who came in through the emergency room following amotor vehicle accident. The patient was admitted at 2:00 a.m. yesterday,35 year old male, with compound comminuted fracture of the left leg.

To answer this question, the learner would have to know how tocomprehend, apply, analyze and then synthesize a large amount ofknowledge in order to prepare the comprehensive nursing care plan.

An example of a question demonstrating inability to evaluate is asfollows:

Question: The patient described in the foregoing section may or may notdevelop a kidney or bladder infection since he has an indwellingcatheter in his bladder. Which of the following answers accuratelydescribe data which indicates he does not appear to have a bladderinfection?

Answer: (a) blood pressure of 124/80, and has redness and puffiness overthe bladder area on lower abdomen; (b) temperature of 100.8° F., bloodpressure of 130/90 and complaining of burning in area of urethra; (c)urine clear, urinary output normal, temperature 98.6° F.; (c) urinaryoutput 300 cc's less than intake in previous 24 hours. In this instance,answer “(c)” is correct. To make the required judgment call, specificcriteria are required.

Diagnosis of Errors in Affective Domain

A learner may demonstrate errors in the affective domain by makingerrors in (1) receiving, such as awareness, willingness to receive, andselective attention; (2) responding, such as acquiescence in responding,willingness to respond, satisfaction in response; (3) valuing, such asacceptance of valuing, preference for a value, commitment; (4)organization, such as conceptualization of organization of a valuesystem; and (5) characterization by a value or value complex, such as ageneralized set or characterization, for example. More specifically, thelearner may demonstrate that he/she is not aware of or willing toreceive value, or has selective attention; not willing to respondsatisfactorily, does not accept preferred value or commit to same; doesnot conceptualize and organize values; or is unable to identify orcharacterize a value or value complex.

The following exemplary situation illustrates an affective domain error:

Question: You have planned to lead a group of friends on a trip abroad.When all of your friends, some of whom do not know each other, gettogether over lunch to work on the itinerary, there is conflict betweentwo people about where to go. One even says that she would withdraw ifthe other's preferred itinerary is not chosen. What would you do?

The possible/available answers are: (a) cancel the group trip; (b)eliminate both from the group; (c) eliminate the one who is not inagreement with your own preferred schedule of stops; or (d) vote on theitinerary?

If the learner chose an answer other than “(d),” which is the bestanswer, he/she would have demonstrated less than desirable values,assuming that the course objective was to teach democratic values.

The terms, “cognitive domain” and “affective domain” as used herein areconsistent with the terminology of Taxonomy of Educational Objectives,edited by Benjamin S. Bloom (Longman, New York, 1956) and commonlyreferred to as “Bloom's Taxonomy” in educational institutions. Bloomdevelops the meaning of those classifications in detail. Bloom statesthat “the Taxonomy's authors, and present-day curriculum builders andevaluators all share the understanding that educational objectives arestatements of instructional intent that combine a content topic and thebehavior a student is expected to perform with that topic.” The presentdisclosure is believed to be the first time that the problem of howstudents miss test questions, including but not limited to questionswhich are constructed in accordance with Bloom's Taxonomy for theeducational objectives stated therein. This disclosure is also believedto be the first time a method has been presented which is directed toidentifying, assessing and diagnosing the problem of how students misstest questions.

Diagnosis of Linguistic Errors

In some situations of use, mistakes made by the learner due to languagedifficulties will be observed. When learners are being educated in asecond language, the opportunity for loss in translation is great. Thisarises, in part, because literal translations from one language to asecond language changes the meaning of a simple statement, and then,when the interrogatory form is produced, the format of the languagebecomes even more entangled. Examples from two languages are presentedbelow, showing the result of literal translation from English to German,then back again from German to English, and in the second case, fromEnglish to French and then back from French to English again.

English: “How does the digestive system supply food molecules to allcells?”

German from English above “Wie macht die verdauungsforderndensystemversorgung essensmolekule mit alien zellen?”

German back to English, translated literally: “How does the molecules todigestive system supply food all cells?”

Notice how the prepositional phrase “to all cells” became “to digestivesystem.” This is a very simply example, but shows how the entire meaningchanges with literal translation.

English: “How does the digestive system supply food molecules to allcells?” French from English above: “comment le systeme digestifapprovisionnement alimentaine molecules a toutes les cellules?

French back to English, translated literally: “How does the digestiveroute system supply agroalimentaire molecules to the cells?”

These translations reflect errors in translation which result in thequestion being so distorted as to change the actual meaning. Often inlanguage translations, the sentence structure changes, including placeof subject, verb, prepositions, direct objects, and so forth, which, ofcourse, changes the meaning of a statement and makes it doubly so whenit becomes the interrogatory form.

Representative examples of linguistic mistakes or errors are misreadinga question in a second language by translating it literally from theirfirst language; and failing to differentiate between various forms ofgrammar such as verbs, direct objects, sequence of words, and so forth.

As mentioned above, the diagnostic methods described herein are notmeant to be content specific as they can be used in practically anysubject matter at any grade level. For example, as shown in Table 1, alearner (Student A) may be lacking knowledge in math, but may also bemissing questions for lack of judgment in literature.

TABLE 1 Student A - Diagnosis Over Content Areas Math LiteratureChemistry History Biology Knowledge X X X Comprehension ApplicationAnalysis Synthesis Evaluation X X Logistics X X Linguistics X XStudent B, meanwhile, may not have a knowledge deficiency, but insteadshows weaknesses in the areas of evaluation and linguistics, as shown inTable 2.

TABLE 2 Student B - Diagnosis Over Content Areas Math LiteratureChemistry History Biology Knowledge Comprehension Application X AnalysisSynthesis X Evaluation X X X Logistics X Linguistics X X

It is one thing to identify questions that have been missed by learnersin taking examinations, but it is quite another thing to takeexaminations review to an interactive level in which the logistic,cognitive, affective, and linguistic processes of the learner areidentified, assessed and diagnosed. FIG. 3 is illustrates an assessmenttree showing various manifestations of the logistic, cognitive,affective, and linguistic domains. Upon identifying a learner'stest-taking errors, and assessing patterns, the resulting diagnosisprovides the means whereby the learner can potentially change the wayhe/she answers test questions, thereby empowering the learner.

Referring now to FIG. 4, in some embodiments the diagnostic procedure isconducted in a one-on-one interactive learner-educator arrangement aidedby a workstation 100 which includes processor 110 containing memory 140for storing learner data and for receiving appropriate programming fordisplaying the exam questions and answers on a visual display 160 andreceiving data input on input device 150, such as a keyboard, mouse, orother suitable type of data input device. The processor may also becoupled to an output device 170, such as a printer for producing aprinted diagnostic summary report. The processor 110 is also coupled toa computer readable medium (CRM) such as a CD or DVD containing code 130for causing the processor to display a set of exam questions andcorresponding answers on visual display 160, in conjunction withappropriate entries by the user on input device 150. For instance, theuser/educator initiates the display of the next exam question, or thenext possible answer to a multiple choice question by enteringappropriate keystrokes into the processor 110. In some embodiments, thecomputer assembly 100 also includes an audio input device 180 forreceiving the learner's spoken words and transferring it to theprocessor 110, where it is stored in memory 140 as part of the learner'sdata profile. The educator may also input into the processor's memoryother personal and/or demographic information about the learner, such asname, address, age, educational level, institution name, and so forth,as illustrated in FIG. 2. As discussed above with respect to FIG. 1, theindividual learner's stored error data is assessed using at least thecriteria shown in assessment tree illustrated in FIG. 3. Although theprocessor memory 140 is illustrated in FIGS. 4 and 5, as being containedwithin processor 110, it should be understood that memory may instead oradditionally be configured externally to the processor, as a separateunit, in any of the embodiments described herein.

Similar testing and diagnostic data and personal profiles obtained forother learners may, likewise, be stored in the processor memory oruploaded to another processor for statistical analysis. Any method ofstatistical analysis that is desired may be applied to the data gatheredfrom groups of learners. For example, students with similar test-takingerror pattern diagnoses are identified in one type of analysis. Inanother type of analysis, students in a particular grade or age grouphaving similar test-taking error pattern diagnoses are identified. Instill other types of statistical analysis, the frequency distribution ofvarious types of error pattern diagnoses of a group of students isobtained with respect to different subject matter areas (e.g., math,history, biology, English).

The diagnostic methods and materials described herein are expected tofind use in a wide variety of institutions and organizations for whichdiagnostic data may be gathered for the entire organization orinstitution. For example, school districts, university systems, largebusinesses that provide employee or customer training, and militarytraining programs. For example, diagnostic data gathered for a largenumber of learners is entered into the database of a computer, which isprogrammed to manipulate and analyze the data for any number of usefulpurposes. The database may include not only the test taking patternsindicating how individual learners are missing questions, but may alsoinclude curriculum information and demographic data. Thus, in someapplications, a computer containing the diagnostic data and curriculuminformation could be used to evaluate an entire curriculum with respectto examinations.

Although less preferred, in some applications a learner may wish toperform a computer-aided, self-administered diagnostic procedure thatmay employ a workstation similar to workstation 100 shown in FIG. 4. Inthis case, the learner functions as both the learner and the educator.The learner obtains the computer readable medium 120 (e.g., CD or DVD)containing the software for conducting the test. The exam questions andanswers are input or uploaded into the processor 110. A separate audiorecorder/player device (not shown) may be used instead of audio input180, if desired, for recording and playing back spoken parts of thediagnostic procedure as outlined above.

Referring now to FIG. 5, another embodiment of a diagnostic method usesan internet-based system 200. The learner uses workstation 202 whichincludes a processor 210, with memory 240, and coupled to CRM 220.Processor 210 has inputs 250 for the learner's input device (e.g.,keyboard), audio input, and, preferably also a visual input. Thelearner's workstation 202 may also include a printer 270, or othersuitable output for a diagnostic report. The processor 210 is configuredfor connecting to a network interface 290, such as the internet or othernetwork, as does the educator's server 300 which is located at a sitethat is remote from the learner. The educator's server preferablyincludes a processor, inputs and output devices similar to those of thelearner, and further including the programming, memory and databasesnecessary to download information and instructions for conducting thesteps of the diagnostic method. Preferably the educator and the learnerare able to see and hear each other and exchange data via the networkinterface (internet connection) and local devices (e.g.,teleconferencing, internet web-based conferences). In a variation ofthis arrangement, the visual inputs could be omitted if desired and theaudio input portion of the method may be conducted via telephoneconference in conjunction with the visual display of the exam questionsand answers, and other information, and other input devices (e.g.,keyboard), as necessary.

In still another variation of the embodiment depicted in FIG. 5, thenetwork interface 290 is configured as a local network connectioninstead of an internet connection to provide for remote communicationbetween the educator's server and the learner.

In FIG. 6, a network-based system 400 is employed in certain embodimentsin order to carry out a diagnostic procedure with a small group oflearners in a single interactive session via a network connection. Itshould also be appreciated that this multi-learner diagnostic method mayalso be conducted via an internet connection (e.g., teleconference)instead of a network. This example of an educator administereddiagnostic method is carried out with three learners, A, Band C, each ofwhom has a system 450 a, 450 b, 450 c that includes a processor, inputdevice (e.g., keyboard), visual display, audio input, and outputssimilar to those shown in FIG. 4. The educator causes the same ordifferent exam questions to be displayed to each of the learners, andthen the corresponding answers are displayed. Audio and/or writteninstructions are communicated by the educator to each of the learners.Each of the learner's spoken and typed responses are input into andrecorded by the educator's server. The diagnostic method steps arecarried out in a manner similar to those described in the foregoingexamples. At the end of the session, each learner receives a printeddiagnostic report describing his/her particular test-taking errorpatterns. Preferably the educator also discusses the report with thelearner via the audio/visual connection. It is also preferred that eachlearner also receives specific recommendations of remedial actions thathe/she can take to improve test taking performance. Some examples ofsuch remedial actions are listed in Table 3.

In a variation of the diagnostic configuration shown in FIG. 6, in someinstances a group of learners may wish to help each other withlearner-administered diagnostics, without the initial services of aneducator. In this type of application, the learners obtain all thenecessary programming and instructions for conducting the method on CDsor DVDs, or by internet download from an educator's server or authorizedsoftware provider. Model exam questions and possible answers may beincluded in the software, or the learners may input their own examquestions from a recent exam on which the learner missed some questions(i.e., arrived at a wrong answer). The learners may be in the same room,or they may be in audio/visual communication by local network or viainternet connection. Each learner, in tum, reads the questions andanswers and verbally “walks through” out loud the questions and answersas described above. While the first learner is acting as the subjectbeing diagnosed, the other learners are listening and noting errors(manually or by keying them into a processor), using, for example, anerror identification/assessment tool such as that illustrated in FIG. 3.After each subject has read and discussed aloud the desired number ofexam questions and answers, the other learners enter the error data intothe computer program, review the data which has been collected andstored in the processor memory, and assess the subject's results fortest-taking error patterns, to reach a diagnosis. Individual diagnosticreports may be produced, and appropriate remedial actions may be printedout for each subject.

In still other embodiments, school or university educators, individualteachers or tutors, and students and their families are able to obtainall the necessary programming and instructions for conducting the methodon CDs or DVDs, or by download from an authorized software provider.Alternatively, they may interact directly with a remote server vianetwork or internet connection to conduct diagnostic procedures asdescribed herein. Model exam questions and possible answers may beincluded in the software, or the users may input their own examquestions based on their own curriculum, for example.

Post-DiagnosticRemedial Actions

Once the assessment and diagnosis are made in accordance with any of theabove-described diagnostic method embodiments, and a diagnostic summaryreport is obtained showing how the learner tends to arrive at wronganswers, the educator may recommend appropriate educational andpsychological prescriptions for correcting the test taking patternswhich lead the learner to the wrong answers. Although the prescriptivesshown in Table 3 are themselves well known in the educational field,they have not been used before in conjunction with the presentdiagnostic methods.

TABLE 3 Remedial Prescriptives Diagnosis Remedial Action 1. Lack ofknowledge The learner are taught speed reading, new and better ways tostudy, be referred to find out what his/her learning style is, e.g.,visual, verbal, psychomotor, tactile, etc. 2. Lack of comprehensionLearner are taught the elements of translation, interpretation andextrapolation and how to recognize them in course material andsubsequently how to apply the within an exam question. 3. Errors inapplying knowledge Errors in applying knowledge are potentiallycorrected by learner learning how to recognize principles orgeneralizations, problem solving. 4. Inability to analyze Inability toanalyze is potentially remedied by learning how to break downinformation into elements, relationships, and organizational principles.5. An inability to synthesize An inability to synthesize can be remediedby teaching effective communications, how to develop a plan of operationand produce a set of abstract relations. 6. Linguistic errors When thetranslator/learner is still thinking in a first language, and that isapparent on the English (ESL) written test question, the learner must goback to learn the language he/she is being educated in. The specificdiagnostics such as verb tense, placement of question elements, andprepositional phrases are identified in the assessment. 7. LogisticsOnce a number of the above-mentioned mistakes are revealed, the remedyis generally made more simple. The learner may not know that he/she isdoing the erroneous thing until it becomes apparent when a question oranswer is read out loud to a neutral observer. One exception to that,however, is a common mistake learners make when taking a test: theynarrow multiple choice options down to two possible answers, and thenhave difficulty deciding which is the right answer. The best solutionfor that is to point the learner back to the stem of the question itselfto look for clues which point to the correct answer.

Screening for Learning Disabilities

In addition to the above diagnostic processes, a method disclosed hereinmay additionally serve as a screening test for various learningdisabilities. When none of the logistic, cognitive, affective orlinguistic diagnoses are detected during a diagnostic procedure, or noneof the errors that are identified provide a satisfactory picture of thelearner's test-taking pattern, the student is preferably referred forfurther testing for a learning disability.

Without further elaboration, it is believed that one skilled in the artcan, using the description herein, utilize the present invention to itsfullest extent. The embodiments described herein are to be construed asillustrative and not as constraining the remainder of the disclosure inany way whatsoever. While the preferred embodiments of the inventionhave been shown and described, many variations and modifications thereofcan be made by one skilled in the art without departing from the spiritand teachings of the invention. Accordingly, the scope of protection isnot limited by the description set out above, but is only limited by theclaims, including all equivalents of the subject matter of the claims.The disclosures of all patents, patent applications and publicationscited herein are hereby incorporated herein by reference, to the extentthat they provide procedural or other details consistent with andsupplementary to those set forth herein.

1. A computer based interactive method of diagnosing test taking errorsfor educational and psychological processes on a computer while alearner is taking an exam over the internet, when the learner arrives ata wrong answer to an exam question, the method comprising: reading onthe processor the exam question from a data base in a computer readablemedium, wherein the exam question is stored in an exam question field ina data structure in the data base; converting the exam question into adigital representation wherein the exam question digital representationis stored in a digital exam question field in a data structure in thedata base; sending from the processor over the internet to a visualdisplay at a location for the learner, the digital representation of theexam question to the visual display for displaying the exam question tothe learner on the visual display; receiving at the processor from anaudio input device, a digital representation of the exam question fromthe learner reading said question aloud on the audio input device;receiving on the processor over the internet from the audio inputdevice, data input on a digital audio input device from the learnerreading said question aloud; receiving on the processor, data input onthe digital audio input device from the learner explaining aloud inhis/her own words what said exam question is asking; analyzing on theprocessor the data input from the digital audio input device from thelearner explaining aloud in his/her own words what said question isasking, for any logistic, cognitive, affective and linguistic errorsmade by the learner in said reading of the questions and answers in saidexplaining of the question and possible answers, wherein said analyzingfor any logistic errors comprises identifying one or more of thefollowing problems by comparing the digital audio of the learner'sexplanation of what the question is asking to the exam question anddetermining on the processor if the learner is reading too much into thequestion, choosing a distracter question, losing train of thought,misreading the question, reading more into the question than thequestion asks, thinking tangentially, using preconceived ideas that arenot actually in the question and does not understand what the questionwas asking, and wherein said analyzing of any cognitive errors comprisescomparing an answer from the learner to the exam question from thelearner and identifying on the processor, one or more of the followingproblems from the comparing of the answer from the learner to the examquestion, learner lack of knowledge, learner lack of comprehensioncomprising inability to translate, does not know how to interpret, doesnot know how to extrapolate, learner inability to apply knowledgecomprising learner inability to recognize principles and generalizationand learner inability to problem solve and learner inability to analyzecomponents comprising learner inability to break down information intocomponent parts and elements, learner does not recognize relationshipsbetween components and learner does not perceive organizationalcomponents and learner inability to synthesize comprising learnerinability to develop a plan of operation and learner inability torecognize a set of abstract relations; accessing on the processor in thedata base in the computer readable medium at least one possible answerto the exam question wherein the at least one possible answer isretrieved from an answer field in the data structure in the data base;converting on the processor the at least one possible answer to the examquestion into a digital representation of the at least one possible examquestion; sending from the processor the digital representation of theat least one possible exam question to a visual display for presentingto said learner on said visual display the digital representation of theat least one possible answer to said question; receiving on theprocessor, digital audio data input from the digital audio input devicefrom the learner, wherein the learner reads aloud each said possibleanswer into the digital audio input device, and explains his/herrationale for selecting a particular answer to the question into thedigital audio input device; analyzing by said processor any logistic,cognitive, affective and linguistic errors made by the learner in saidreading of each said answer or in said explaining of his/her rationale,wherein said analyzing of any affective errors comprises identifying onthe processor one or more of the following problems: not aware of orwilling to receive value, not willing to respond satisfactorily, doesnot accept preferred value or commit to same, does not conceptualize andorganize values, and unable to identify or characterize a value or valuecomplex; and wherein said analyzing of linguistic errors comprisesidentifying one or more of the following problems: literal translationfrom first language which changes the meaning of the question and out ofsequence question components comprising subject, verb, direct object,pronouns and nouns; storing by the processor in an error data field inthe data structure in the data base on the computer readable mediumattached to the processor any logistic, cognitive, affective andlinguistic errors made by the learner in said reading of each saidanswer or in said explaining of his/her rationale, and entering any sucherrors into a processor; forming on the processor the data structure inthe database in the computer readable medium and storing data in theerror data field in the data structure in the data base representing thelearner's errors in the database in the computer readable medium,wherein said processor is programmed to assess error patterns from saiddata in the database in the computer readable medium; and processing onthe processor said data to obtain a digital representation of adiagnostic report indicating how the learner tends to select incorrectanswers to exam questions, wherein said the diagnostic report comprisesdata indicating how the learner tends to select incorrect answers toexam questions; and sending from the processor to a display device, thedigital representation of the diagnostic report to a digital display andaudio presentation device for presentation to the learner and storing bythe processor in the data base in the error data field in the datastructure the memory in the computer readable medium attached to theprocessor any logistic, cognitive, affective and linguistic errors madeby the learner in said reading of the questions and answers or in saidexplaining of the question and possible answers, and entering any sucherrors into a processor.
 2. The method of claim 1, the method furthercomprising determining on the processor, an education prescriptive aneducational prescriptive for said learner based on said diagnosticreport, wherein determining on the processor, an education prescriptivecomprises: lack of knowledge, the learner is directed to be taught speedreading, new and better ways to study, be referred to find out whathis/her learning style is, e.g., visual, verbal, psychomotor andtactile; lack of comprehension, learner is directed to be taught theelements of translation, interpretation and extrapolation and how torecognize them in course material and subsequently how to apply thewithin an exam question, errors in applying knowledge are potentiallycorrected by learner learning how to recognize principles orgeneralizations, problem solving; inability to analyze is potentiallyremedied by learning how to break down information into elements,relationships, and organizational principles; an inability to synthesizethe learner is directed to be remedied by teaching effectivecommunications, how to develop a plan of operation and produce a set ofabstract relations; linguistic errors, when the learner is stillthinking in a first language, and that is apparent on the English (ESL)written test question, the learner is directed to go back to learn thelanguage he/she is being educated in placement of question elements, andprepositional phrases are identified in the assessment; generating onthe processor a digital representation of the education prescriptive;and sending from the processor the digital representation of theeducation prescriptive to the display and audio presentation device forpresentation to the learner.
 3. The method of claim 1, the methodfurther comprising: analyzing on the processor, test-taking errorpatterns of multiple learners; providing a set of diagnostic datacomprising logistic, cognitive, affective and linguistic test takingerrors of a learner; providing a set of demographic data relating tosaid learner; storing said diagnostic and demographic data of saidlearner in the database; storing corresponding sets of diagnostic anddemographic data obtained from a plurality of other learners in saiddatabase; accessing said database on the processor; and processing saiddatabase on the processor to obtain a test-taking error pattern report.4. A non-transitory computer-readable medium (CRM) containing a computerprogram comprising instructions that, when executed by a processor, thesoftware comprising: instructions to read on a processor an examquestion from a data base in the computer readable medium; instructionsto convert the exam question into a digital representation; instructionsto send the exam question over the internet from the processor at alocation for a learner, the digital representation of the to a visualdisplay for display to the learner; instructions to receive at theprocessor over the internet from an audio input device, a digitalrepresentation of the exam question from the learner reading saidquestion aloud on the audio input device; instructions to analyze on theprocessor the data input from the digital audio input device from thelearner explaining aloud in the learner's own words what said questionis asking, for any logistic, cognitive, affective and linguistic errorsmade by the learner in said reading of the questions and answers in saidexplaining of the question and possible answers, wherein saidinstructions to analyze for any logistic errors comprise instructions toidentify one or more of the following problems, by comparing the digitalaudio of the learner's explanation of what the question is asking to theexam question and determining on the processor if the learner is readingtoo much into the question, choosing a distracter question, losing trainof thought, misreading the question, reading more into the question thanthe question asks, thinking tangentially, using preconceived ideas thatare not actually in the question and does not understand what thequestion was asking, and wherein said instructions to analyze of anycognitive errors comprises instructions to compare an answer from thelearner to the exam question from the learner and identify on theprocessor, one or more of the following problems from the instructionsto compare of the answer from the learner to the exam question, learnerlack of knowledge, learner lack of comprehension comprising inability totranslate, does not know how to interpret, does not know how toextrapolate, learner inability to apply knowledge comprising learnerinability to recognize principles and generalization and learnerinability to problem solve and learner inability to analyze componentscomprising learner inability to break down information into componentparts and elements, learner does not recognize relationships betweencomponents and learner does not perceive organizational components andlearner inability to synthesize comprising learner inability to developa plan of operation and learner inability to recognize a set of abstractrelations; instructions to access on the processor in the data base inthe computer readable medium at least one possible answer to the examquestion; instructions to convert on the processor the at least onepossible answer to the exam question into a digital representation ofthe at least one possible exam question; instructions to send thedigital representation of the at least one possible exam question tosaid visual display the digital representation of at least one corrector incorrect answer to said exam question for display to the learner;instructions to send to said visual display a series of exam questionsfor display to the learner; instructions to send to said visual displaya series of possible answers to said exam questions for display to thelearner; instructions to receive from an input device data entered by auser corresponding to errors made by a learner while reading said examquestions aloud; instructions to receive from the input device dataentered by a user corresponding to errors made by a learner whilereading said answers aloud; instructions to receive from a keypad dataentered by a user corresponding to errors made by a learner whileexplaining aloud his/her rationale which lead him/her to select anincorrect answer; instructions to analyze by said processor anylogistic, cognitive, affective and linguistic errors made by the learnerin said reading of each said answer or in said explaining of his/herrationale, wherein said instructions to analyze of any affective errorscomprises identifying on the processor one or more of the followingproblems: not aware of or willing to receive value, not willing torespond satisfactorily, does not accept preferred value or commit tosame, does not conceptualize and organize values, and unable to identifyor characterize a value or value complex; and wherein said instructionsto analyze of linguistic errors comprises identifying one or more of thefollowing problems: literal translation from first language whichchanges the meaning of the question and out of sequence questioncomponents comprising subject, verb, direct object, pronouns and nouns;instructions to store by the processor on the computer readable mediumattached to the processor any logistic, cognitive, affective andlinguistic errors made by the learner in said reading of each saidanswer or in said explaining of his/her rationale, and entering any sucherrors into a processor; instructions to form on the processor adatabase in the computer readable medium and storing data representingthe learner's errors in the database in the computer readable medium,wherein said processor is programmed to assess error patterns from saiddata in the database in the computer readable medium; and instructionsto process on the processor said data to obtain a digital representationof a diagnostic report indicating how the learner tends to selectincorrect answers to exam questions, wherein said the diagnostic reportcomprises data indicating how the learner tends to select incorrectanswers to exam questions; and instructions to send from the processorto a display device, the digital representation of the diagnostic reportto a digital display and audio presentation device for presentation tothe learner and instructions to store by the processor on a memory in acomputer readable medium attached to the processor any logistic,cognitive, affective and linguistic errors made by the learner in saidreading of the questions and answers or in said explaining of thequestion and possible answers, and entering any such errors into aprocessor.
 5. The medium of claim 4 the computer program furthercomprising: instructions to determine on the processor, an educationprescriptive an educational prescriptive for said learner based on saiddiagnostic report, wherein determining on the processor, an educationprescriptive comprises: lack of knowledge, the learner is directed to betaught speed reading, new and better ways to study, be referred to findout what his/her learning style is, e.g., visual, verbal, psychomotorand tactile; lack of comprehension, learner is directed to be taught theelements of translation, interpretation and extrapolation and how torecognize them in course material and subsequently how to apply thewithin an exam question, errors in applying knowledge are potentiallycorrected by learner learning how to recognize principles orgeneralizations, problem solving; inability to analyze is potentiallyremedied by learning how to break down information into elements,relationships, and organizational principles; an inability to synthesizethe learner is directed to be remedied by teaching effectivecommunications, how to develop a plan of operation and produce a set ofabstract relations; linguistic errors, when the learner is stillthinking in a first language, and that is apparent on the English (ESL)written test question, the learner is directed to go back to learn thelanguage he/she is being educated in placement of question elements, andprepositional phrases are identified in the assessment; instructions togenerate on the processor a digital representation of the educationprescriptive; and instructions to send from the processor the digitalrepresentation of the education prescriptive to the display and audiopresentation device for presentation to the learner.
 6. A system forconducting an interactive method for diagnosing test-taking errors,comprising: a visual display configured to display exam questions andanswers to a learner; an input device configured for entering theprocessor data representing the errors noted by a user in accordancewith the method of claim 1; a processor operatively coupled to saidinput device and display, wherein said processor comprises memory and isconfigured for storing and processing data representing said errors, toobtain a test-taking error pattern diagnosis for the learner and toobtain a diagnostic report indicating how the learner tends to selectincorrect answers to exam questions; and a computer readable mediumcontaining a computer program comprising instructions executed by theprocessor, the computer program further comprising: instructions to readon a processor an exam question from a data base in the computerreadable medium; instructions to convert the exam question into adigital representation; instructions to send the exam question over theinternet from the processor at a location for a learner, the digitalrepresentation of the to a visual display for display to the learner;instructions to receive at the processor over the internet from an audioinput device, a digital representation of the exam question from thelearner reading said question aloud on the audio input device;instructions to analyze on the processor the data input from the digitalaudio input device from the learner explaining aloud in the learner'sown words what said question is asking, for any logistic, cognitive,affective and linguistic errors made by the learner in said reading ofthe questions and answers in said explaining of the question andpossible answers, wherein said instructions to analyze for any logisticerrors comprise instructions to identify one or more of the followingproblems, by comparing the digital audio of the learner's explanation ofwhat the question is asking to the exam question and determining on theprocessor if the learner is reading too much into the question, choosinga distracter question, losing train of thought, misreading the question,reading more into the question than the question asks, thinkingtangentially, using preconceived ideas that are not actually in thequestion and does not understand what the question was asking, andwherein said instructions to analyze of any cognitive errors comprisesinstructions to compare an answer from the learner to the exam questionfrom the learner and identify on the processor, one or more of thefollowing problems from the instructions to compare of the answer fromthe learner to the exam question, learner lack of knowledge, learnerlack of comprehension comprising inability to translate, does not knowhow to interpret, does not know how to extrapolate, learner inability toapply knowledge comprising learner inability to recognize principles andgeneralization and learner inability to problem solve and learnerinability to analyze components comprising learner inability to breakdown information into component parts and elements, learner does notrecognize relationships between components and learner does not perceiveorganizational components and learner inability to synthesize comprisinglearner inability to develop a plan of operation and learner inabilityto recognize a set of abstract relations; instructions to access on theprocessor in the data base in the computer readable medium at least onepossible answer to the exam question; instructions to convert on theprocessor the at least one possible answer to the exam question into adigital representation of the at least one possible exam question;instructions to send the digital representation of the at least onepossible exam question to said visual display the digital representationof at least one correct or incorrect answer to said exam question fordisplay to the learner; instructions to send to said visual display aseries of exam questions for display to the learner; instructions tosend to said visual display a series of possible answers to said examquestions for display to the learner; instructions to receive from aninput device data entered by a user corresponding to errors made by alearner while reading said exam questions aloud; instructions to receivefrom the input device data entered by a user corresponding to errorsmade by a learner while reading said answers aloud; instructions toreceive from a keypad data entered by a user corresponding to errorsmade by a learner while explaining aloud his/her rationale which leadhim/her to select an incorrect answer; instructions to analyze by saidprocessor any logistic, cognitive, affective and linguistic errors madeby the learner in said reading of each said answer or in said explainingof his/her rationale, wherein said instructions to analyze of anyaffective errors comprises identifying on the processor one or more ofthe following problems: not aware of or willing to receive value, notwilling to respond satisfactorily, does not accept preferred value orcommit to same, does not conceptualize and organize values, and unableto identify or characterize a value or value complex; and wherein saidinstructions to analyze of linguistic errors comprises identifying oneor more of the following problems: literal translation from firstlanguage which changes the meaning of the question and out of sequencequestion components comprising subject, verb, direct object, pronounsand nouns; instructions to store by the processor on the computerreadable medium memory attached to the processor any logistic,cognitive, affective and linguistic errors made by the learner in saidreading of each said answer or in said explaining of his/her rationale,and entering any such errors into a processor; instructions to form onthe processor a database in the computer readable medium and storingdata representing the learner's errors in the database in the computerreadable medium, wherein said processor is programmed to assess errorpatterns from said data in the database in the computer readable medium;instructions to process on the processor said data to obtain a digitalrepresentation of a diagnostic report indicating how the learner tendsto select incorrect answers to exam questions, wherein said thediagnostic report comprises data indicating how the learner tends toselect incorrect answers to exam questions; instructions to send fromthe processor to a display device, the digital representation of thediagnostic report to a digital display and audio presentation device forpresentation to the learner; and instructions to store by the processoron a memory in a computer readable medium attached to the processor anylogistic, cognitive, affective and linguistic errors made by the learnerin said reading of the questions and answers or in said explaining ofthe question and possible answers, and entering any such errors into aprocessor.
 7. The system of claim tithe computer program furthercomprising instructions to determine on the processor, an educationprescriptive an educational prescriptive for said learner based on saiddiagnostic report, wherein determining on the processor, an educationprescriptive comprises: lack of knowledge, the learner is directed to betaught speed reading, new and better ways to study, be referred to findout what his/her learning style is, e.g., visual, verbal, psychomotorand tactile; lack of comprehension, learner is directed to be taught theelements of translation, interpretation and extrapolation and how torecognize them in course material and subsequently how to apply thewithin an exam question, errors in applying knowledge are potentiallycorrected by learner learning how to recognize principles orgeneralizations, problem solving; inability to analyze is potentiallyremedied by learning how to break down information into elements,relationships, and organizational principles; an inability to synthesizethe learner is directed to be remedied by teaching effectivecommunications, how to develop a plan of operation and produce a set ofabstract relations; linguistic errors, when the learner is stillthinking in a first language, and that is apparent on the English (ESL)written test question, the learner is directed to go back to learn thelanguage he/she is being educated in placement of question elements, andprepositional phrases are identified in the assessment; instructions togenerate on the processor a digital representation of the educationprescriptive; and instructions to send from the processor the digitalrepresentation of the education prescriptive to the display and audiopresentation device for presentation to the learner.
 8. The system ofclaim 7 further comprising an audio input device operatively coupled tosaid processor for entering and storing the learner's spoken words inthe processor.
 9. The method of claim 1, wherein the method is performedwhile the learner is taking the exam.
 10. The method of claim 9, whereinthe processing comprises performing a statistical analysis of the datain the data base for a plurality of learners.
 10. The method of claim 9,wherein the statistical analysis comprises determining a frequencydistribution of test-taking error patterns for a plurality of learners.11. The system of claim 7 wherein the software is executed by theprocessor while the learner is taking the exam.
 12. The system of claim11, wherein the processing comprises performing a statistical analysisof the data in the data base for a plurality of learners.
 13. The methodof claim 12, wherein the statistical analysis comprises determining afrequency distribution of test-taking error patterns for a plurality oflearners.
 14. The system of claim 13, wherein test-taking error patterndiagnosis for the learner is obtained while the learner is taking theexam.
 14. The system of claim 13, wherein the processing comprisesperforming a statistical analysis of the data in the data base for aplurality of learners.
 15. The method of claim 7, wherein thestatistical analysis comprises determining a frequency distribution oftest-taking error patterns for a plurality of learners.